| Variable List and Source for Ecological Analysis, 2001-2022 | ||
|---|---|---|
| Variable | Description | Data Source |
| p_b | Percent Black | NCES |
| p_h | Pecent Hispanic/Latin@ | NCES |
| p_wh | Percent white | NCES |
| p_frl | Percent free/reduced lunch | NCES |
| wb_nei | White/Black Normalized Exposure Index | Stanford Education Opportunity |
| p_nt | Percent FTE's that are new teachers | PELSB |
| p_exp15 | Percent of FTE's with 1 to 5 years of experience | PELSB |
| p_nogr | Percent of FTE's with no graduate degree | PELSB |
| p_4gr | Percent of students that graduate in four years?? | MDE |
| p_4dr | Percent of students that drop out after four years?? | MDE |
| p_me_m3 | Percent of students that meet or exceed 3rd grade MCA math scores | MDE |
| p_me_r3 | Percent of students that meet or exceed 3rd grade MCA reading scores | MDE |
| p_me_m7 | Percent of students that meet or exceed 7th grade MCA math scores | MDE |
| p_me_r7 | Percent of students that meet or exceed 7th grade MCA reading scores | MDE |
| p_me_m11 | Percent of students that meet or exceed 11th grade MCA math scores | MDE |
| p_me_r10 | Percent of students that meet or exceed 10th grade MCA reading scores | MDE |
School Segregation Ecological Analysis
Segregation Metrics
Unless otherwise noted, the segregation metric used across most of these analysis is the Normalized Exposure Index. Refer to the School Segregation Index Descriptive Report tab for more information on the various indices.
Ecological Data Variables
The reference table below will serve as the list of variables for the figures represented in correlation analysis. Please reference this table as needed to identify variables across those figures.
Distributions of Ecological Variables
The figures below are show the distribution of the variables used in the correlation matrices. Most of the annual distributions are similar and thus we only present the distributions for one year. They are stratified by level of school as not every variable is applicable to all levels (i.e. 3rd grade MCA scores only apply to elementary/primary schools). Only schools across the Twin Cities metro with at least 50 students are represented.
Cross-Sectional Correlation Matrices
Elementary Schools
Note
The correlation matrix below shows elementary schools in the Twin Cities metro area with at least 50 students. Some of the PELSB measures are not available in 2003 so they were removed from the analysis for those years.
See Figure 1 for the list of variables.
We can also look at Figure 2 to see the trends over time.
Middle Schools
Note
The correlation matrix below shows middle schools in the Twin Cities metro area with at least 50 students. Some of the PELSB measures are not available in 2003 so they were removed from the analysis for those years.
See Figure 1 for the list of variables.
We can also look at ?@fig-middltim to see the trends over time.
High Schools
Note
The correlation matrix below shows high schools in the Twin Cities metro area with at least 50 students. Some of the PELSB measures are not available in 2003 so they were removed from the analysis for those years.
See Figure 1 for the list of variables.
We can also look at Figure 3 to see the trends over time.
Correlations Over Time
Elementary Schools
Note
The figure below represents the pearson correlation coefficient between the faceted variable (i.e. the variable at the top of each chart) and the variable for each colored line. Every variable is not available across all years.
Middle Schools
Note
The figure below represents the pearson correlation coefficient between the faceted variable (i.e. the variable at the top of each chart) and the variable for each colored line. Every variable is not available across all years.
High Schools
Note
The figure below represents the pearson correlation coefficient between the faceted variable (i.e. the variable at the top of each chart) and the variable for each colored line. Every variable is not available across all years.
In 2022, the typical (measured as a mean) Black child goes to a school that has X% free reduced lunch, and Y years of average teacher experience. In contrast, the typical white child goes to a school that has X% free reduced lunch, and Y years of average teacher experience.
How do you conceptualize “typical”? Did you just take the population weighted mean?
Do more segregated schools have teachers with less experience or education?
MCA/Testing